Aligning the Science of Reading with Adaptive Teaching

Autor/inn/en	Vaughn, Margaret; Parsons, Seth A.; Massey, Dixie
Titel	Aligning the Science of Reading with Adaptive Teaching
Quelle	In: Reading Research Quarterly, 55 (2020), (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Seth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.351
Schlagwörter	Reading Research; Reading Instruction; Teaching Methods; Literacy Education; Culturally Relevant Education; Instructional Effectiveness; Reading Teachers; Reading Processes + Suchen Sie Ihr Suchwort? Leseforschung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen
Abstract	The authors discuss the tension between the science of reading and adaptive teaching. The discussion focuses on the ways in which the science of reading emphasizes the teaching of reading as decontextualized and compartmentalized aspects of literacy acquisition that are distant from culturally sustaining and relevant pedagogies and restrict teachers in their efforts to teach reading. The authors demonstrate that adaptive teaching is a vital characteristic of effective reading teachers and recommend that scholars--those who study reading processes and reading acquisition (i.e., the science of reading) and those who study effective literacy instruction--work across paradigms to research the nuances of these processes, particularly in ways that study diverse student and teacher populations in various real-world classroom contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01